1. Screening for
The Why and the How

2. What are we Looking for? Often Dyslexics Struggle with: Rote Memory
Dysgraphia Signs
Working memory
Processing Speed
Phonological Processing and Manipulation of 3 Sounds
Decoding, Rhyming, Sight words
What are we Looking for?

3. Collect Previous Data Reading Scores/ AR Level/Rigby/ Spelling tests
Handwriting sample – something they haven’t edited

4. Dysgraphia sample
See Handout

5. When Screening, Remember…
Testing can feel scary; many students struggle with anxiety
Talk and put them at ease first, explain what you are trying to accomplish, give them a timeline
It’s Ok to have a little fun – humor, smiling can ease tension
Provide a few choices – type of paper, pencil, seating

6. Let’s keep it Simple to Start…
Have student write “Full Name” (first, middle, last), address and phone number
If age appropriate, days of the week, months of the year.

7. While they are writing, document;
Pauses ….
Unusual start points
Finger grip
What they say, sigh and body posture
Hand or finger tension
Distractions and Evasive Maneuvers

8. Some of the grips we see

9. What are we Looking for? Think running record…
Reversals
Unusual starting points
Time pauses between letters
Saying things like, “My whole name – middle too?, I don’t’ know my address, I can’t spell my last name”
Omitting letters or sections
Inserting extra letters
Self corrections, erasures, rewriting letters
Incorrect punctuation or capitalization
Inconsistent spacing between letters or words
What are we Looking for? Think running record…

10. Next: “Write the alphabet across the paper in lowercase letters”
(Afterwards ask them if they were singing the song. If they say yes, commend them on using a solid learning strategy and ask if they like things like that, ex. 50 States song, etc.) This is the perfect time to watch their letter formation
a b c d e f g h i j k l m n o p q r s t u v w x y z

11. What are we Looking for? Reversals Unusual starting points
Time pauses between letters
Omitting letters or sections
Inserting extra letters
Self corrections, erasures, rewriting letters
Uppercase letters
Self Vocalizing, singing the song, double checking what they wrote, going back to the beginning…
Odd spacing, where the letters “sit”, or not descending below the line

12. Nonsense Word Component See Handout
WHY?
Eliminates visual memory/rote memory
Forces student to utilize phonics knowledge
Supercalifragilisticexpialidocious

13. Letter, Digraph, Units , Vowel Teams Sheet See Handout
Often our learners have memorized their words by shape – breaking them into their smaller parts forces them to use phonics rules

14. Barton Screener See handout

15. Two Copies…
1.Take notes on one to refer back to 2. Second one for Master copy

16. DyslexiaQuest

17. DyslexiaQuest play.nessy.com Secret word – INSPIREDCHISEL
Type in your name

18. DyslexiaQuest Reports